The ASSURE model is a six step process for planning instruction that uses media: 1. Analyze learners to understand their characteristics, competencies, and learning styles 2. State objectives by describing what learners will be able to do as a result of instruction 3. Select appropriate media and materials to meet the objectives 4. Utilize the media and materials by preparing equipment and the learning environment 5. Require learner participation through active involvement like questions, discussions, and hands-on activities 6. Evaluate and revise the instructional process by determining if objectives and methods need to be changed

1. Discussion 1: The ASSURE Model
The ASSURE Model is a guide for planning and conducting instruction that uses media. This
model is attributed to Heinich, Molenda, Russell, and Samldino from Instructional Media and
Technologies for Learning.
The Assure Model has six steps, represented by the acronym in its title that describes a set of
tasks central to the informed selection and use of educational technology. The tasks are:
Analyze Learners
State Objectives
Select Media and Materials
Utilize Media and Materials
Require Learner Participation
Evaluate and Revise
Analyze Learners
The first step in planning is to specifically identify your audience. Your audience can be
students, new teachers, members of an organization, a youth group etc. You must know the
audience if you are to select the best medium to meet the objectives you have set. The
audience can be analyzed in terms of their general characteristics (grade level, age, sex, mental,
emotional, physical or social problems, socio-economic status etc.) and specific entry
competencies (prior knowledge, skills, and attitudes about the topic), and learning styles
(visual, musical, verbal, logical, etc.).
State Objectives
The next step in planning is to specifically state the objectives for the instructional experience.
Objectives are the learning outcomes, that is, what will the student get out of the lesson?
Hence, they must be stated in behavioural terms of what the learner (not the teacher or

2. presenter) will be able to do as a result of instruction. Objectives typically contain four basic
parts:
•
Audience-who your learners are?
•
Behavior to be demonstrated
•
Conditions under which the behavior will be observed
•
Degree to which the learned skills are to be mastered.
Select methods, media and materials
Once you know your audience and have a clear idea of what they should get out of the lesson,
then it is time to select the appropriate method for the given learning task, select available
materials, modify existing materials, or design new materials to help accomplish this task.
Utilize media and materials
Now you must decide how the media, materials and technology must be used to carry out your
method/s. It is important to preview the materials before using them. If you decide to use
electronic equipment, practice using the equipment in advance to be sure everything works. If
all is not well, (equipment malfunctions) ensure that you have a plan B. It is also important to
practice the lesson itself before it is implemented. Next, prepare the room and make ready the
necessary equipment and facilities. Learners should be prepared for the learning experience.
Then, conduct the instructional experience.
Require Learner Participation
It is important to note that students learn best when they are actively involved in the learning
experience. Whatever your teaching strategy, be sure to incorporate questions and answers,
discussions, group work, hands-on activities, and other ways of getting students actively

3. involved in the learning of the content. One should try to avoid lecturing for lengthy periods. It
is very important to listen to your audience and allow them to become aware of the content.
Allow them to construct knowledge as opposed to trying to "teach" them knowledge. Feedback
must be provided before any type of evaluation is administered.
Evaluate and Revise
This last stage is often overlooked but it is the most important of all. After instruction, you must
evaluate the entire instructional process. You must reflect upon the lesson, the stated
objectives, the instructional strategy, the instructional materials, and the assessment and
determine if these elements of the lesson were effective or if one or more of them need to be
changed. If there are discrepancies between what you intended and what actually happened
during the lesson, make appropriate revisions before using the lesson again.
As a teacher the ASSURE design model has been applied to my instructional setting in the
following ways. First, I analyze my students’ characteristics (age or grade level, gender etc.)
competencies (technical vocabulary, skills, misconceptions, etc.) and learning styles, (slower
learners prefer tactile and kinesthetic experiences). Then, I state the objectives using the ABCD
format, describing what the learners will be able to do as a result of the instruction. For
example, the sixth grade science class will identify and discuss five ways in which water is
purified after visiting the water purification plant and viewing a Power Point presentation
“Water Purification” using the laptop, multimedia projector, paper, and pen in 1 hour. Next, I
select the methods, (brief lecture, field trip, small group activities, etc) and media/materials,
(computer, projector, pictures, tape recorders etc.) to utilize in the instruction. Materials were
previewed; the room set up, the site of interested contacted and was ready for the visit and
students given an overview of the lesson. Questionnaires were also constructed. The
instructional experience followed. Decisions as to how I’ll get each learner individually involved
in the lesson (conducting interviews on field trip, recording interviews on tape recorder,
creating Power Point presentations etc.} were made. After the field trip, students created mini

4. projects in small cooperative groups. Feedback was given to let students know how well they
are progressing. Students were assessed based on each individual’s contribution to the group’s
success. Finally, I evaluated whether or not the objectives were met and if the media and
methods used were effective. Then the lesson was revised for future use.